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This publication examines the link between the Programme for International Student Assessment (PISA) test requirements and student performance. It focuses specifically on the proportions of students who answer questions correctly across a range of difficulty. The questions are classified by content, competencies, context and format, and the connections between these and student performance are then analyzed. This analysis has been carried out in an effort to link PISA results to curricular programs and structures in participating countries and economies. Results from the student assessment reflect differences in country performance in terms of the test questions. These findings are important for curriculum planners, policy makers and in particular teachers - especially mathematics teachers of intermediate and lower secondary school classes.--Publisher's description.Read more...

Abstract:

This publication examines the link between the Programme for International Student Assessment (PISA) test requirements and student performance. It focuses specifically on the proportions of students who answer questions correctly across a range of difficulty. The questions are classified by content, competencies, context and format, and the connections between these and student performance are then analyzed. This analysis has been carried out in an effort to link PISA results to curricular programs and structures in participating countries and economies. Results from the student assessment reflect differences in country performance in terms of the test questions. These findings are important for curriculum planners, policy makers and in particular teachers - especially mathematics teachers of intermediate and lower secondary school classes.--Publisher's description.